The Actiotope Model of Giftedness: Its Relationship With Motivation, and the Prediction of Academic Achievement Among Turkish Students

References

• Abuhamdeh S. , & Csikszentmihalyi I.S. (2011). Attentional involvement and intrinsic motivation. Motivation and Emotion, 36, 257–267.
   Web of Science ®Google Scholar
• Ames C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
   Web of Science ®Google Scholar
• Anderson J.R. (2004). Cognitive psychology and its implications. New York: Worth Publishers.
   Google Scholar
• Barker C. , Pistrang N. , & Elliott R. (Eds.). (2005). Research methods in clinical psychology: An introduction for students and practitioners. Chichester, UK: John Wiley & Sons.
   Google Scholar
• Belle D. (1989). Children's social networks and social supports. New York: Wiley.
   Google Scholar
• Borko H. , & Livingston C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473–498. doi:10.3102/00028312026004473
   Web of Science ®Google Scholar
• Çelen F.K. , Çelik A. , & Seferoğlu S.S. (2011). Türk eğitim sistemi ve PISA sonuçları [Turkish education system and PISA results]. Paper presented at the Akademik Bilişim, Malatya.
   Google Scholar
• Chiu M.M. , & Xihua Z. (2008). Family and motivation effects on mathematics achievement: analyses of students in 41 countries. Learning and Instruction, 18, 321–336.
   Web of Science ®Google Scholar
• Çolak Ö.F. , & Ardor H.N. (2001). İşgücü Piyasasında Ayrımcılık: Türkiye ve seçilmiş ülke örnekleri [Discrimination in labour market: Turkey and other selected countries]. Ekonomik Yaklaşım, 12, 12–36.
   Google Scholar
• Cordova D.I. , & Lepper M.R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715–730.
   Web of Science ®Google Scholar
• Davidson J. (2009). Contemporary models of giftedness. In L. Shavinina (Ed.), International handbook of giftedness (1st ed., pp. 81–99). Amsterdam: Springer.
   Google Scholar
• Deci E.L. , & Ryan R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
   Google Scholar
• Dede Y. , & Yaman S. (2008). A questionnaire for motivation toward science learning: A validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2, 19–37.
   Google Scholar
• Deniz M. , Avşaroğlu S. , & Fidan Ö . (2006). An investigation of the levels of English teachers motivating the students. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 7, 61–73.
   Google Scholar
• DiStefano C. , Zhu M. , & Mindrila D. (2009). Understanding and using factor scores: Considerations for the applied researcher. Practical Assessment, Research & Evaluation, 14, 1–11.
   Google Scholar
• Ericsson K.A. , Krampe R.T. , & Tesch-Romer C. (1993). The role of deliberate practise in the acquisition of expert performance. Psychological Review, 100, 363–406.
   Web of Science ®Google Scholar
• Eryılmaz A. (2010). The relationship between using of subjective well being increasing strategies and academic motivation in adolescence. Clinical Psychiatry, 13, 77–84.
   Google Scholar
• GCGTC. (2008). The Global Center for Gifted and Talented Children. Retrieved February 19, 2014, from http://www.gcgtc.com
   Google Scholar
• Gillet N. , Vallerand R.J. , & Lafreniere M.K. (2012). Intrinsic and extrinsic school motivation as a function of age: the mediating role of autonomy support. Social Psychology of Education, 15, 77–95.
   Web of Science ®Google Scholar
• Gökçe E. , Öztuna D. , & Elhan H.A. (2011). Adaptation of Harter's scale of instrinsic versus extrinsic motivational orientation in the classroom to primary schools in Turkey. Eurasian Journal of Educational Research, 42, 79–94.
   Google Scholar
• Guay F. , Boivin M. , & Hodges E.V.E. (1999). Predicting change in academic achievement: A model of peer experiences and self-system processes. Journal of Educational Psychology, 91, 105–115.
   Web of Science ®Google Scholar
• Harter S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300–312.
   Web of Science ®Google Scholar
• John-Steiner V. , & Mahn H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31, 191–206.
   Web of Science ®Google Scholar
• Jonassen D.H. , & Rahrer-Murphy L. (1999). Activity theory as a framework for designing constructivist learning environments. ETR&D, 47, 61–79.
   Web of Science ®Google Scholar
• Kerr B. (1985). Smart girls, gifted women: Special guidance concerns. Roeper Review, 8, 30–33. doi:10.1080/02783198509552923
   Google Scholar
• Lang P.J. (1995). The emotion probe: Studies of motivation and attention. American Psychologist, 50, 372–385.
   PubMed Web of Science ®Google Scholar
• Leana-Taşcılar M.Z. (2014). Developing excellence in gifted children: adaptation of actiotope model of giftedness for Turkey. Journal for the Education of the Young Scientist and Giftedness, 2, 18–32.
   Google Scholar
• Leana-Taşcılar M.Z. (in press-a). Age differences in actiotope model of giftedness. Psychological Test and Assessment Modeling.
   Google Scholar
• Leana-Taşcılar M.Z. (in press-b). Turkish language validation study of QELC. College Students Journal.
   Google Scholar
• Lemos M.S. , & Verissimo L. (2014). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. Procedia Social and Behavioral Sciences, 112, 930–938.
   Google Scholar
• Lepper M.R. , Corpus J.H. , & Iyengar S.S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184–196.
   Web of Science ®Google Scholar
• MEB. (1993). İstanbul Bilim Sanat Merkezi [İstanbul Art and Science Center]. Retrieved February 20, 2014, from http://www.istanbulbilsem.meb.k12.tr
   Google Scholar
• MEB. (2013). FATIH Project. Retrieved July 16 2013, from http://fatihprojesi.meb.gov.tr
   Google Scholar
• MEB. (2014). Milli Eğitim Bakanlığı-Talim Terbiye Kurulu [Turkish Ministry of Education — The Board of Education Committee]. Retrieved September 9, 2014, from http://ttkb.meb.gov.tr
   Google Scholar
• Niemiec C.P. , & Ryan R.M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practise. Theory and Research in Education, 7, 133–144.
   Web of Science ®Google Scholar
• Robinson L.J. , Stevens L.H. , Threapleton C.J.D. , Vainiute J. , McAllister-Hamish R.W. , & Gallagher P. (2012). Effects on intrinsic and extrinsic motivation and attention and memory. Acta Psychologica, 141, 243–249.
   PubMed Web of Science ®Google Scholar
• Ryan R.M. , & Deci E.L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
   PubMed Web of Science ®Google Scholar
• San Roman A.G. , & Rica S.D.L. (2012). Gender gaps in PISA test scores: The impact of social norms and the mother's transmission of role attitudes (Discussion Paper No. 6338). Bonn: IZA.
   Google Scholar
• Schacter D. , Gilbert D.T. , & Wegner D.M. (2010). Psychology. New York: Worth Publishers.
   Google Scholar
• Skinner E.A. , & Belmont M.J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.
   Web of Science ®Google Scholar
• Stoeger H. (2013). Support-oriented identification of gifted students in East Asia according to the actiotope model of giftedness. In N. Phillipson , H. Stoeger , & A. Ziegler (Eds.), Exceptionality in East-Asia: Explorations in the Actiotope model of giftedness (pp. 1–17). London: Routledge.
   Google Scholar
• Topçu S. (2015). Üstün ve normal zeka düzeyine sahip öğrencilerde içsel-dışsal motivasyon ve benlik saygısı arasındaki ilişki. [Relationship between intrinsic-extrinsic motivation and self-esteem among gifted and average students]. Unpublished thesis, Istanbul University. Istanbul.
   Google Scholar
• Vallerand R.J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M.P. Zanna (Ed.), Advances in experimental social psychology. San Diego: Academic Press.
   Google Scholar
• Vallerand R.J. , Pelletier L.G. , Blais M.R. , Briere N.M. , Senecal C. , & Vallieres E.F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational Psychological Measurement, 52, 1003–1017.
   Web of Science ®Google Scholar
• Vecchione M. , Alessandri G. , & Marsicano G. (2014). Academic motivation predicts educational attainment: Does gender make a difference? Learning and Individual Differences, 32, 124–131.
   Web of Science ®Google Scholar
• Vladut A. , Liu Q. , Leana-Taşcılar M.Z. , Vialle W. , & Ziegler A. (2013). A cross-cultural validation study of the questionnaire of educational and learning capital (QELC) in China, Germany and Turkey. Psychological Test and Assessment Modeling, 55, 462–478.
   Google Scholar
• White K.R. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297–323.
   PubMed Web of Science ®Google Scholar
• White K.R. (1982). The relation between socioconomic status and academic achievement. Psychological Bulletin, 91, 461–481.
   Web of Science ®Google Scholar
• Wicker A.W. (1984). An introduction to ecological psychology. New York: Cambridge University Press.
   Google Scholar
• Winn S. (2002). Student motivation: A socio-economic perspective. Studies in Higher Education, 27, 445–457.
   Web of Science ®Google Scholar
• Yılmaz H. , & Çavaş-Huyugüzel P. (2007). Reliability and validity study of the students’ motivation toward science learning (SMTSL) questionnaire. Elementary Education Online, 6, 430–440.
   Google Scholar
• Ziegler A. (2005). The actiotope model of giftedness. In R.J. Sternberg & J. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 411–434). Cambridge: Cambridge University Press.
   Google Scholar
• Ziegler A. (2008). Hochbegabung [Giftedness]. Munich, Germany: UTB.
   Google Scholar
• Ziegler A. , & Baker J. (2013). Talent development as adaptation: The role of the educational and learning capital. In S.N. Phillipson , A. Ziegler , & H. Stoeger (Eds.), Exceptionality in East Asia: Explorations in the Actiotope Model of Giftedness. London: Routledge.
   Google Scholar
• Ziegler A. , Fidelman M. , Reutlinger M. , Vialle W. , & Stoeger H. (2010). Implicit personality theories on the modifiability and stability of the action repertoire as a meaningful framework for individual motivation: A cross-cultural study. High Ability Studies, 21, 147–163. doi:10.1080/13598139.2010.528924
   Web of Science ®Google Scholar
• Ziegler A. , Stoeger H. , Balestrini D.P. , Phillipson S.N. , & Phillipson S. (2014). Systemic gifted education. In F.A. Dixon & S.M. Moon (Eds.), The handbook of secondary gifted education. Austin, TX: Prufrock.
   Google Scholar
• Ziegler A. , Vialle W. , & Wimmer B. (2013). The actiotope model of giftedness: An introduction to some central theoretical assumptions. In S.N. Phillipson , A. Ziegler , & H. Stoeger (Eds.), Exceptionality in East Asia: Explorations in the Actiotope Model of Giftedness (1st ed., pp. 1–17). London: Routledge.
   Google Scholar
• Zimmerman B.J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183.
   Web of Science ®Google Scholar